The Effect of Near-Peer Teaching on Nursing Students' Physical Examination Practices and Stress Levels
Abstract
Objective: The objective of this research was to examine the effect of near-peer teaching on nursing students' physical examination practices and perceived stress.
Methods: This single group pretest-posttest study was conducted with 91 students (second-year nursing undergraduate students). Data were collected using the Student Information Form, Physical Examination Practices Form, and the Perceived Stress Scale for Nursing Students.
Results: A significant improvement was observed in all physical examination practices among nursing students, except for height and weight measurements (p<0.05). The total perceived stress score of students before the implementation was 67.0 (SD 21.6), and the total perceived stress score after the implementation was 57.6 (SD 21.42), with the difference being statistically significant (p<0.05). Significant reductions were observed in all subscales of the Perceived Stress Scale for Nursing Students, except for stress from peers and daily life (p<0.05).
Conclusion: This research determined that physical examination education provided through the near-peer teaching method had a positive impact on students' physical examination practices and perceived stress levels. In this context, implementing near-peer teaching programs for nursing students to practice physical examinations in clinical settings is recommended.
Keywords
Physical examination , nursing students , peer learning , stress
Kaynakça
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